DIRECTIONS: Use this template to write your portfolio.
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Each section provides a description of the content to appear in that section of
the portfolio. Please delete these descriptors prior to submitting your
portfolio.
For readability and ease of identifying portfolio elements, you should add
dividers to mark the following sections: Educational/Professional
Background, ILP, FLO1 – Action Research Project, FLO1 Artifacts, FLO2,
FLO2 Artifacts, FLO3, and FLO3 Artifacts.
Actual artifacts should be placed at the end of each FLO section, but those
artifacts should be referenced and relevant excerpts included within the FLO
discussion and reflections.
Remove student names from all student work and artifacts.
Delete this instructions page from the finished portfolio. Your portfolio
should begin with the next page (title page).
Revised 7.17.12
DIRECTIONS: Use this template to write your portfolio. Each section provides a
brief description of the content to appear in a particular section of the portfolio.
Please delete these descriptors upon submission. Add pagination. Also, for
readability and for ease of identifying portfolio elements, add dividers for the
following sections: Educational/Professional Background, ILP, FLO1 – Action
Research Project, FLO1 Artifacts, FLO2, FLO2 Artifacts, FLO3, and FLO3 Artifacts.
Actual artifacts should be placed at the end of each FLO section, but those
artifacts should be referenced and relevant excerpts included within the FLO
discussion and reflections. Remove student names from all student work and
artifacts.
Faculty Portfolio
Professor _______________
Tenure Class of _______
Revised 7.17.12
Table of Contents
I. Educational & Professional Background ..................................................................................... 1
Brief Resume ............................................................................................................................................. 1
II. Individualized Learning Plan ..................................................................................................... 2
Y-1 and Y-2 Review Panel Reports ............................................................................................................ 2
Professional Development ........................................................................................................................ 2
III. Faculty Learning Outcome #1 .................................................................................................. 3
Faculty Learning Outcome #1 ................................................................................................................... 3
Essential Competencies and Indicators Addressed: ................................................................................. 3
Clear Goals ................................................................................................................................................ 4
A. Abstract............................................................................................................................................. 4
B. Research Question ............................................................................................................................ 4
Adequate Preparation............................................................................................................................... 4
Background from Multiple Perspectives............................................................................................... 4
Appropriate Methods – Methods & Assessment Plan ............................................................................. 5
A.
Methods ........................................................................................................................................ 5
B.
Assessment Strategies .................................................................................................................. 5
C.
Action Research Methodological Design ...................................................................................... 6
Significant Results ..................................................................................................................................... 6
Reflective Critique ..................................................................................................................................... 6
A.
General Reflection ........................................................................................................................ 6
B.
Critical Evaluation of Each Essential Competency in this FLO ...................................................... 7
1.
Essential Competency (in alphabetical order) .............................................................................. 7
Indicator ................................................................................................................................................ 7
Indicator ................................................................................................................................................ 7
Reflection: ............................................................................................................................................. 7
2.
Essential Competency (in alphabetical order) .............................................................................. 7
Indicator ................................................................................................................................................ 7
Indicator ................................................................................................................................................ 7
Reflection: ............................................................................................................................................. 7
3. Scholarship of Teaching and Learning ............................................................................................. 7
Reflection: ............................................................................................................................................. 8
Revised 7.17.12
C.
Plan for Dissemination ...................................................................................................................... 8
D.
Supporting Artifacts for FLO#1 ......................................................................................................... 8
IV. Faculty Learning Outcome #2 .................................................................................................. 9
Faculty Learning Outcome #2 ................................................................................................................... 9
Essential Competencies and Indicators Addressed: ................................................................................. 9
Adequate Preparation............................................................................................................................... 9
Appropriate Methods ............................................................................................................................... 9
Significant Results ..................................................................................................................................... 9
Reflective Critique ................................................................................................................................... 10
A.
General Reflection ...................................................................................................................... 10
B.
Critical Evaluation of Each Essential Competencies & Indicators in this FLO ............................. 10
1.
Essential Competency (in alphabetical order) ............................................................................ 10
Indicator .............................................................................................................................................. 10
Indicator .............................................................................................................................................. 10
Reflection: ........................................................................................................................................... 10
2.
Essential Competency (in alphabetical order) ............................................................................ 10
Indicator .............................................................................................................................................. 10
Indicator .............................................................................................................................................. 10
Reflection: ........................................................................................................................................... 10
3.
Essential Competency (in alphabetical order) ............................................................................ 10
Indicator .............................................................................................................................................. 10
Indicator .............................................................................................................................................. 10
Reflection: ........................................................................................................................................... 10
Supporting Artifacts for FLO#2 ............................................................................................................... 10
V. Faculty Learning Outcome #3.................................................................................................. 11
Faculty Learning Outcome #3 ................................................................................................................. 11
Essential Competencies and Indicators Addressed: ............................................................................... 11
Adequate Preparation............................................................................................................................. 11
Appropriate Methods ............................................................................................................................. 11
Significant Results ................................................................................................................................... 11
Reflective Critique ................................................................................................................................... 11
A.
General Reflection ...................................................................................................................... 11
Revised 7.17.12
B.
Critical Evaluation of Each Essential Competencies & Indicators in this FLO ............................. 12
1.
Essential Competency (in alphabetical order) ............................................................................ 12
Indicator .............................................................................................................................................. 12
Indicator .............................................................................................................................................. 12
Reflection: ........................................................................................................................................... 12
2.
Essential Competency (in alphabetical order) ............................................................................ 12
Indicator .............................................................................................................................................. 12
Indicator .............................................................................................................................................. 12
Reflection: ........................................................................................................................................... 12
3.
Essential Competency (in alphabetical order) ............................................................................ 12
Indicator .............................................................................................................................................. 12
Indicator .............................................................................................................................................. 12
Reflection: ........................................................................................................................................... 12
Supporting Artifacts for FLO#3 ............................................................................................................... 12
VI. Essential Competencies Addressed Outside the FLOs ........................................................... 13
Evidence of How Specific Essential Competency is Demonstrated in Practice ...................................... 13
Critical Evaluation of Methods and Results ............................................................................................ 13
Revised 7.17.12
I. Educational & Professional
Background
Brief Resume
(Insert resume here. This section offers the reader insight into your relevant education and professional
background. It does not need to be an extensive resume.)
Revised 7.6.12
1
II. Individualized Learning Plan
(Insert final approved ILP from Year-1 here. Professional Philosophy will be evaluated as to whether you clearly
explain “how I conduct my professional practice and why I choose that way.” Evidence of philosophy should align
with the portfolio work. The ILP section as a whole will be evaluated as to whether it is written clearly and
coherently, edited professionally, and presented in a polished and professional manner.)
Y-1 and Y-2 Review Panel Reports
(Insert after the ILP.)
Professional Development Transcripts
(Insert transcript from Atlas, Leadership Valencia, and/or university, certifications, etc., after the Panel Reports.)
Revised 7.6.12
Page 2
III. Faculty Learning Outcome #1
Action Research Project
(Entire FLO#1/AR Project will be evaluated for effectiveness of presentation: Each section should be written
clearly and coherently, presented and edited professionally, and uploaded into the AR Builder.)
Faculty Learning Outcome #1
(Type approved FLO#1 here.)
Essential Competencies and Indicators Addressed:
(Add or subtract essential competencies and indicators as needed, with at least 2 indictors required per essential
competency. For the SoTL essential competency, all indicators are required.)
1) Competency (in alphabetical order)
 indicator
 indicator
2) Competency (in alphabetical order)
 indicator
 indicator
3) Scholarship of Teaching and Learning
(All indicators are required for Scholarship of Teaching and Learning)
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Revised 7.6.12
Produce professional work (action research or traditional research) that
meets the Valencia Standards of Scholarship
Build upon the work of others (consult experts, peers, self, students)
Be open to constructive critique (by both peers and students)
Make work public to college and broader audiences
Demonstrate relationship of SoTL to improved teaching and learning
processes
Demonstrate current teaching and learning theory & practice
Page 3
Clear Goals
(Abstract: Concise summary of project and results. Research Question: Included as approved in Year-1 Review.)
A. Abstract
(Your abstract should clearly and concisely summarize and highlight the primary points of your Action
Research Project. The purpose is to help colleagues quickly decide if your project can support their own
project or practice. The abstract should include purpose, methods, and results of project. An abstract
should not be longer than ½ page or 125 words.)
B. Research Question
(The research question(s) as approved in Year-1 Review must be included here as approved on ILP.)
Adequate Preparation
Background from Multiple Perspectives
(This section should discuss your self-perspective about the FLO and research question, as well as your
consultation with others - student, colleague, and expert perspectives - that helped you prepare for the
action research project in relation to the FLO/research question. Each perspective should integrate and
synthesize the relevant information in ½ to 1 page.)
1. Student Perspective
(Student Perspective seeks to address the following questions: What do my students say about the
situation I've identified in my research question? What evidence do I have from students’ that has
informed this project? Do they confirm or fail to support my assumption about what I think is going
on in the classroom? What strategies will I use to collect student opinions?)
2. Colleague Perspective
(Colleague Perspective seeks to address the following questions: What do my peers think about the
problem/situation/success I've identified in my research question? Do they confirm or fail to
support my assumption about what I think is going on in the classroom? Do they experience similar
things in their practices? Do they perceive my research question as a worthwhile item for
investigation? How can I get this information from them? To obtain information on colleagues’
perspectives, you might utilize and document discussions, surveys, workshops, etc.)
3. Expert Perspective
(Expert Perspective is a mini research paper approximately 1 page in length and seeks to address
the following questions: What do experts in the field say? Do they confirm or fail to support my
assumption about what I think is going on in the classroom? What does a review of relevant
literature reveal? Is there professional literature or scholarly writing related to my question? What
kind of research can I do to assist me with my question? Is the literature consistent with my ideas
and assumptions? To obtain the expert perspective, you should conduct a review of the current
peer-reviewed literature. Include References at the end of this section.)
4. Self Perspective
(Self Perspective seeks to address the following questions: What does my own personal experience
tell me? Does it confirm or fail to support my assumption about what I think is going on in the
classroom? Why have I identified the question above? What personal experiences inform me that
this is a worthwhile question? What makes this question important to me?)
Revised 7.6.12
Page 4
Appropriate Methods – Methods & Assessment Plan
(Methodology(ies) is/are appropriate for achieving the FLO and follow(s) the rigors of the discipline; description
is clear; and assessment plan gauges the effectiveness of the FLO comprehensively.)
A. Methods
1. Student Learning Outcome
(SLO states what a student should understand and/or be able to do as a result of what she has
learned in a course, library orientation, or counseling session. Consider the following questions:
What will my students know and be able to do better as a result of the intervention, innovation, or
strategy I employ here? Does the SLO connect to or support the outcomes of a course or program?
Does the SLO describe learning that is meaningful in a real-world context? Effective Student
Learning Outcomes should be results-oriented, clearly written, measurable, and critical to teaching
and learning. Candidate may have multiple SLOs, if applicable.)
2. Performance Indictors of Student Learning Outcomes
(With each Student Learning Outcome, Performance Indicators identify the incremental steps
students take to achieve the learning outcome. Performance Indicators are pre-determined
criteria, stated by you, that identify these steps. The following questions can help you identify the
performance indicators of the student learning outcomes for your project. Answer the questions
that are relevant to your project as a way to focus your ideas. What specific qualities or evidence
will I observe in the students' work/performance/behavior that will demonstrate to me they have
achieved this competency or indicator? What is the minimum level of performance I am willing to
accept from a student to say he or she has achieved the learning outcome(s)? (This is your criteria.)
What student core competencies and indicators (TVCA) are related to these outcomes? Effective
Performance Indicators of Student Learning Outcomes clearly identify the incremental traits of
mastery sequenced for optimum learning. If multiple SLOs are identified, indicators should be listed
for each SLO.)
3. Teaching Strategies of Student Learning Outcomes
(Teaching strategies should be appropriate for achieving the SLO, should follow the rigors of the
discipline, and should be clearly explained step by step. The following questions can help you decide
the methods, strategies, and/or techniques to support student mastery of the student learning
outcomes you identified in your project. Answer the questions that are relevant to your project as a
way to focus your ideas. What are my learning activities? Will these activities prepare my students
for mastery? What are the processes for taking students from beginning to end? How can I establish
an inclusive and safe learning environment for my students during this process? How will my
students make connections with the content, each other, and the instructor, counselor, or librarian?
How am I going to keep records of the processes (student learning, teaching strategies, etc.) for my
action research project? Will I create and/or use rubrics, specific activities, surveys? What types of
artifacts will I want to collect that will be relevant to my teaching strategies? E.g., Written
methods: personal journal or diary, field notes, surveys, questionnaires. Live methods: Interviews,
role play, video or audio tape. Include reference to relevant artifacts.)
B. Assessment Strategies
(Assessment strategies should include a comprehensive set of formative and summative assessment tools
that adequately measure the SLO performance indicators. The following questions can help you decide
the most effective assessment methods. Answer the questions that are relevant to your project as a way
to focus your ideas: How will I measure the performance indicators described in the Student Learning
Outcomes section? What tool(s) am I going to use to measure/gauge how my students perform in
relation to the indicators in the Student Learning Outcome? Are there tools I can use that will give the
students formative feedback (prior to receiving summative feedback)? How will my students know the
standards or criteria their work will be evaluated against?
Revised 7.6.12
Page 5
When choosing an assessment technique, I should ask myself: Is the assessment technique chosen
appropriate to my goal? Can I integrate the assessment technique into my activities? Will it contribute
to learning?
When applying an assessment technique, I should ask myself: Have I tried it? Have I done a runthrough with a colleague? How will I make its purpose clear to students? How will I make its process
clear to students? How will I provide the necessary practice for students? Have I allowed enough time to
apply the technique? Include reference to relevant artifacts.)
C. Action Research Methodological Design
(The AR methodology design should be replicable and should provide feedback that informs your
practice and areas you were seeking to improve. The following questions can help you decide the most
effective methods to measure the usefulness of your innovations. Answer the questions that are relevant
to your project as a way to focus your ideas: How will I know whether or not (to what degree) my
innovations have worked? Have I planned how I will analyze the data? Have I collect a reasonable
amount of data? Is my process of analysis manageable? Have I planned adequate time to do the
analysis?
Consider the validity of your results: What kind of evidence will I produce to judge the value of my
innovation(s) incorporated in my action research project? For example,
 If applicable, compare the results of a base class and pilot class
 If applicable, compare the results of a base assignment and pilot assignment
 If applicable, compare the results of a base class with aggregate departmental data
Consider the reliability of your results: Will the statistics be the same if another researcher replicates
your project? If you replicate the project in other classes, how will you demonstrate reliability and/or
effectively describe your project for replication? Include reference to relevant artifacts.)
Significant Results
(Project results should be analyzed in relation to the original FLO and research question(s), and explanation of
the evidence and supporting artifacts should demonstrate that you have learned, achieved, or accomplished the
FLO. Explanation should include description of how project results will inform your practice and impact student
learning. Evidence and supporting artifacts should be sufficient to demonstrate achievement of the FLO. You
should use an effective mix of text and graphics to clearly present and explain the data/findings/results. Student
work/feedback, if applicable, should document the achievement of the goals of the FLO. Remove students’ names
from all student work.) The following prompts can help you explain the findings of your Action Research Project.
Answer the questions that are relevant to your project as a way to focus your ideas: How shall I describe the
results of my project (tables, graphs, narratives)? How well have I labeled and explained my graphs/charts? How
well did my students accomplish the SLOs? Did the methods remedy the problem in terms of changes in
knowledge, abilities, attitudes, and commitment of students and/or of myself? Were the results what I expected?
Reflective Critique
A. General Reflection
(Approximately ½ to 1 page: Reflect on what you learned while completing the ARP. The reflection
should relate the project to student learning and the research question(s) and should include plans for
improvement and revision of your teaching/counseling/ librarianship practice in light of the project
results. An essential function of the action research concept is to value the importance of looking back
on one's work, both in terms of process and results. The overarching questions to answer are 'How do
you intend to use the results of this project?' and 'What would I do differently next time?' The following
prompts can help you formulate a purposeful reflection on your project. Besides these questions, the
following questions may also help you focus your reflection: Given my results, how will I use this
information to improve student learning in the future? To improve my practice? What additional
questions arose that I might want to pursue? Do I have further research questions? How might I change
my research question in light of the results? What other innovation might I try next time, based on these
Revised 7.6.12
Page 6
results? How relevant or realistic were my standards or expectations? How might my research question
be investigated in the future? )
B. Critical Evaluation of Each Essential Competency in this FLO
(Approximately ½ to 1 page for each essential competency: In alphabetical order, list and reflect on
each essential competency -- and the selected indicators -- that this FLO addressed. For each essential
competency, reflect on how the methods used to demonstrate the essential competency and its
indicators aided student learning and/or helped you become a better counselor, teacher, or librarian.
Discuss how the methods used could be improved in light of the project results in order to improve
student learning. Do not refer to your general practices outside of the FLO being discussed; reflection
should be specific to this FLO.)
1. Essential Competency (in alphabetical order)
(Competent critical evaluation of methods and results used to demonstrate this essential
competency in this FLO; insightful discussion of possible improvements)
Indicator
Indicator
Reflection:
(1/2 to 1 page reflection on the competency and selected indicators – see above).
2. Essential Competency (in alphabetical order)
(Competent critical evaluation of methods and results used to demonstrate this essential
competency in this FLO; insightful discussion of possible improvements.)
Indicator
Indicator
Reflection:
(1/2 to 1 page reflection on the competency and selected indicators – see above).
3. Scholarship of Teaching and Learning
(All indicators required. Competent critical evaluation of methods and results used to demonstrate
this essential competency in this FLO; insightful discussion of possible improvements)
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Revised 7.6.12
Produce professional work (action research or traditional research) that
meets the Valencia Standards of Scholarship
Build upon the work of others (consult experts, peers, self, students)
Be open to constructive critique (by both peers and students)
Make work public to college and broader audiences
Demonstrate relationship of SoTL to improved teaching and learning
processes
Demonstrate current teaching and learning theory & practice
Page 7
Reflection:
(1/2 to 1 page reflection on the competency and identified indicators – see above).
C. Plan for Dissemination
(You are required to upload the action research project into the AR Builder in Atlas and to distribute the
portfolio to the dean and panel members. Note those actions here and discuss any other plans for
dissemination. The following prompts can help you identify how you plan to make your work public,
beyond the Action Research Builder. Will I present my result to my ILP Review Panel? Department or
discipline colleagues? Valencia faculty development forums, such as Destination, Faculty-to-Faculty,
Assessment Initiatives? Professional journal article? Professional conference presentation?)
D. Supporting Artifacts for FLO#1
(Include supporting artifacts such as teaching/learning tools, assessment tools, data results, and
student work in appendix to FLO#1. Add in-text reference to artifact in Significant Results section of
portfolio. Remove students’ names from student work.)
Revised 7.6.12
Page 8
IV. Faculty Learning Outcome #2
(Entire FLO#2 will be evaluated for effectiveness of presentation:
Each section should be written clearly and coherently, and presented and edited professionally.)
Faculty Learning Outcome #2
(Type approved FLO#2 here.)
Essential Competencies and Indicators Addressed:
(Add or subtract essential competencies and indicators as needed, with at least 2 indictors required per essential
competency.)
1) Competency (in alphabetical order)
 indicator
 indicator
2) Competency (in alphabetical order)
 indicator
 indicator
3) Competency (in alphabetical order)
 indicator
 indicator
Adequate Preparation
(Explain what you did – workshops, books, articles, conversations, etc. – to prepare to achieve the FLO.
Preparation should be relevant, clearly described, and adequate to achieve the FLO. Preparation should
synthesize and indicate understanding of relevant scholarship/pedagogy. List seminars, sources and references.)
Appropriate Methods
(Explain the specific teaching methods, student learning activities, and assessment method(s) -- both formative
and summative -- used to achieve this FLO, including specific steps and procedures. Also, describe learning
experiences for students. Teaching and assessment methodology(ies) and strategies should be appropriate for
achieving the FLO, should be clearly explained step by step, should be adequate to gauge the effectiveness of the
FLO, and should follow the rigors of the discipline. The assessment plan should be comprehensive. Include
reference to relevant artifacts.)
Significant Results
(Evidence/artifacts, including applicable student work/feedback, should be sufficient to demonstrate
achievement of the FLO. Explanation of the evidence should demonstrate that you have learned, achieved or
accomplished the FLO. Student work/feedback, if applicable, should document the achievement of the goals of
the FLO. Results should be insightfully explained, and additional questions for further exploration and revision of
teaching/counseling/librarianship practices, if applicable, should be discussed.)
Revised 7.6.12
Page 9
Reflective Critique
A. General Reflection
(Approximately ½ to 1 page: Reflect on what you learned while completing the FLO. The reflection
should relate the project to student learning and should include plans for improvement and revision of
your teaching/counseling/librarianship practice in light of the project results.)
B. Critical Evaluation of Each Essential Competencies & Indicators in this FLO
(Approximately ½ to 1 page for each essential competency: In alphabetical order, list and reflect on
each essential competency -- and the selected indicators -- that this FLO addressed. For each essential
competency, reflect on how the methods used to demonstrate the essential competency and its
indicators aided student learning and/or helped you become a better counselor, teacher, or librarian.
Discuss how the methods used could be improved in light of the project results in order to improve
student learning. Do not refer to your general practices outside of the FLO being discussed; reflection
should be specific to this FLO.)
1. Essential Competency (in alphabetical order)
(Competent critical evaluation of methods and results used to demonstrate this essential
competency in this FLO; insightful discussion of possible improvements.)
Indicator
Indicator
Reflection:
(1/2 to 1 page reflection on the competency and identified indicators – see above).
2. Essential Competency (in alphabetical order)
(Competent critical evaluation of methods and results used to demonstrate this essential
competency in this FLO; insightful discussion of possible improvements.)
Indicator
Indicator
Reflection:
(1/2 to 1 page reflection on the competency and identified indicators – see above).
3. Essential Competency (in alphabetical order)
(Competent critical evaluation of methods and results used to demonstrate this essential
competency in this FLO; insightful discussion of possible improvements.)
Indicator
Indicator
Reflection:
(1/2 to 1 page reflection on the competency and identified indicators – see above).
Supporting Artifacts for FLO#2
(Include supporting artifacts such as teaching/learning tools, assessment tools, data results, and student work in
appendix to FLO#2. Add in-text reference to artifact in Significant Results section of portfolio. Remove students’
names from student work.)
Revised 7.6.12
Page 10
V. Faculty Learning Outcome #3
(Entire FLO#3 will be evaluated for effectiveness of presentation:
Each section should be written clearly and coherently, and presented and edited professionally.)
Faculty Learning Outcome #3
(Type approved FLO#3 here.)
Essential Competencies and Indicators Addressed:
(Add or subtract essential competencies and indicators as needed, with at least 2 indictors required per essential
competency.)
1. Competency (in alphabetical order)
 indicator
 indicator
2. Competency (in alphabetical order)
 indicator
 indicator
3. Competency (in alphabetical order)
 indicator
 indicator
Adequate Preparation
(Explain what you did – workshops, books, articles, conversations, etc. – to prepare to achieve the FLO.
Preparation should be relevant, clearly described, and adequate to achieve the FLO. Preparation should
synthesize and indicate understanding of relevant scholarship/pedagogy. List seminars, sources and references.)
Appropriate Methods
(Explain the specific teaching methods, student learning activities, and assessment method(s) -- both formative
and summative -- used to achieve this FLO, including specific steps and procedures. Also, describe learning
experiences for students. Teaching and assessment methodology(ies) and strategies should be appropriate for
achieving the FLO, should be clearly explained step by step, should be adequate to gauge the effectiveness of the
FLO, and should follow the rigors of the discipline. The assessment plan should be comprehensive. Include
reference to relevant artifacts.)
Significant Results
(Evidence/artifacts, including applicable student work/feedback, should be sufficient to demonstrate
achievement of the FLO. Explanation of the evidence should demonstrate that you have learned, achieved or
accomplished the FLO. Student work/feedback, if applicable, should document the achievement of the goals of
the FLO. Results should be insightfully explained, and additional questions for further exploration and revision of
teaching/counseling/librarianship practices, if applicable, should be discussed.)
Reflective Critique
A. General Reflection
(Approximately ½ to 1 page: Reflect on what you learned while completing the FLO. The reflection
should relate the project to student learning and should include plans for improvement and revision of
your teaching/counseling/librarianship practice in light of the project results.)
Revised 7.6.12
Page 11
B. Critical Evaluation of Each Essential Competencies & Indicators in this FLO
(Approximately ½ to 1 page for each essential competency: In alphabetical order, list and reflect on
each essential competency -- and the selected indicators -- that this FLO addressed. For each essential
competency, reflect on how the methods used to demonstrate the essential competency and its
indicators aided student learning and/or helped you become a better counselor, teacher, or librarian.
Discuss how the methods used could be improved in light of the project results in order to improve
student learning. Do not refer to your general practices outside of the FLO being discussed; reflection
should be specific to this FLO.)
1. Essential Competency (in alphabetical order)
(Competent critical evaluation of methods and results used to demonstrate each specified Essential
Competency in this FLO; insightful discussion of possible improvements.)
Indicator
Indicator
Reflection:
(1/2 to 1 page reflection on the competency and identified indicators – see above).
2. Essential Competency (in alphabetical order)
(Competent critical evaluation of methods and results used to demonstrate each specified Essential
Competency in this FLO; insightful discussion of possible improvements.)
Indicator
Indicator
Reflection:
(1/2 to 1 page reflection on the competency and identified indicators – see above).
3. Essential Competency (in alphabetical order)
(Competent critical evaluation of methods and results used to demonstrate each specified Essential
Competency in this FLO; insightful discussion of possible improvements.)
Indicator
Indicator
Reflection:
(1/2 to 1 page reflection on the competency and identified indicators – see above).
Supporting Artifacts for FLO#3
(Include supporting artifacts such as teaching/learning tools, assessment tools, data results, and student work in
appendix to FLO#3. Add in-text reference to artifact in Significant Results section of portfolio. Remove students’
names from student work.)
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Page 12
VI. Essential Competencies
Addressed Outside the FLOs
(To be used only if you did not demonstrate all competencies within your FLOs. Candidate discusses the
preparation and process undertaken to address the specified Essential Competency in the candidate’s practice.
Approximately 3 pages.)
Evidence of How Specific Essential Competency is Demonstrated in Practice
(Candidate provides evidence (supporting artifacts) sufficient to demonstrate growth in the specified Essential
Competency, including student work if applicable.)
Critical Evaluation of Methods and Results
(Candidate provides critical evaluation of the methods and the results of this evidence. Explanation of how the
methods used to demonstrate the Essential Competency aided student learning and/or helped the candidate to
become a better counselor, teacher, or librarian. Explanation of how the methods used in demonstrating this
Essential Competency might be improved.)
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